Task-based language teaching : theory and practice /
"Drawing on the multiple perspectives and expertise of five leading authorities in the field, this books provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introdu...
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| Main Authors: | , , , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Cambridge, United Kingdom ; New York, NY :
Cambridge University Press,
2020
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| Series: | Cambridge applied linguistics series.
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| Subjects: |
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| 005 | 20200131013546.0 | ||
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| 100 | 1 | |a Ellis, Rod, |e author. |0 http://id.loc.gov/authorities/names/n82251616 | |
| 245 | 1 | 0 | |a Task-based language teaching : |b theory and practice / |c Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani, Craig Lambert |
| 264 | 1 | |a Cambridge, United Kingdom ; |a New York, NY : |b Cambridge University Press, |c 2020 | |
| 300 | |a xv, 417 pages : |b illustrations ; |c 23 cm | ||
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| 490 | 1 | |a The Cambridge applied linguistics series | |
| 504 | |a Includes bibliographical references (pages 374-411) and index | ||
| 505 | 0 | |a The pedagogic background to task-based language teaching -- Cognitive-interactionist perspectives -- Psycholinguistic perspectives -- Sociocultural perspectives -- Psychological perspectives -- Educational perspectives -- Task-based syllabus design -- Methodology of task-based language teaching -- Task-based testing and assessment -- Comparative method studies -- Evaluating task-based language teaching -- Responding to the critics of task-based language teaching -- Questions, challenges, and the future | |
| 520 | |a "Drawing on the multiple perspectives and expertise of five leading authorities in the field, this books provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research."-- |c Provided by publisher | ||
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 0 | |a Task analysis in education. |0 http://id.loc.gov/authorities/subjects/sh86002282 | |
| 700 | 1 | |a Skehan, Peter, |e author. |0 http://id.loc.gov/authorities/names/n85101694 | |
| 700 | 1 | |a Li, Shaofeng, |e author. |0 http://id.loc.gov/authorities/names/n2018064456 | |
| 700 | 1 | |a Shintani, Natsuko, |e author. |0 http://id.loc.gov/authorities/names/n2016006838 | |
| 700 | 1 | |a Lambert, Craig |q (Craig P.), |e author. |0 http://id.loc.gov/authorities/names/no2019092156 | |
| 830 | 0 | |a Cambridge applied linguistics series. |0 http://id.loc.gov/authorities/names/n86722424 | |
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